I can't use @ to reply to you. I don't think it recognizes Greek characters after the @ sign! Haven't gotten to put anything together recently. I've been really busy with Hebrew stuff.

I'm currently re-running a study of Hansen and Quinn with a friend with in-person sessions. We aren't doing anything communicative, though... just trying to run through the whole the grammar intensively (as per the title of the book). After that, I just want to read, read, read. I think I'm going to start with something from Plato (perhaps the Symposium) and move on to other things.

I'm on a computer that has no Greek keyboard. I'll try it out when I get home later. <3

If you're limiting yourself to the vocabulary of the Greek New Testament, you can use the BlueLetterBible.org to work backwards from English to Greek. You can also access the Woodhouse English-to-Greek Dictionary, which has to do with Attic, but is also very useful.

@seanjonesbw Yeah, it was over Skype. Has been a while, though.

If you can tolerate listening to the modern pronunciation, the whole NT is recorded in audio-visual format on YouTube.

Are you at the point at which you can be a full language model for your student? If not, there's nothing wrong with teaching grammar and using texts for reading aloud and such. It just won't achieve the same results. Grammar teaching was used for generations, so it cannot be entirely useless. The problem is that a lot of us are learning while we're teaching. We're learning to produce Greek while we're trying to instill the language in students. It would be different if we spoke Greek naturally and then wanted to bring that to students, since comprehensible input (to use the phrase again) is natural when you simply speak and exchange messages. Know what I mean? I wish I spoke Greek naturally enough that I could just confer meaning without having to check everything I say in Greek with the Monitor. It's a pain in the rear!

@Paul Nitz, I hadn't thought about the benefits of one-on-one lessons. We are doing one-on-one twice a week for an hour and a half. I don't feel that this is enough. I don't feel that language classes are ever enough, honestly. It's hard to be a person's only language model and not have all the time in the world. He's started to comment on my Facebook statuses in Hebrew, which is nice. I've got a lot of Israeli friends, so maybe he'll pick up some Hebrew penpals or something. :)

I was participating in a Facebook group that would read portions from the Septuagint and then meet up to read a bit and ask/answer questions in Koiné regarding the passage. I can't seem to find it on Facebook now, but I'm sure you could get such a group together. I've never been good at using Greek communicatively/, since I also studied the old grammar-focused way. I'm constantly thinking of rules, and the Monitor (per Krashen) blocks my production.

I have to echo Paul's sentiment about mixing communicative approaches and textbooks. The only thing textbooks could possibly be good for would be their reading sections (and Mounce included no reading comprehension sections in his grammar). I'm currently teaching a Hebrew course one-on-one, and I use a textbook to pull reading and vocabulary, but every lesson we have ignores the textbook completely. I use a dry erase board to write new vocabulary, to draw, to elicit concepts. Everything is driven by communication and messages (comprehensible input, as Krashen says). I use sections from the book that I give him to read alone and then we read them together again and go over questions. I allow him to ask questions in English, which I respond to in Hebrew. Apart from that, he must use Hebrew throughout the lesson (though I do all I can to make the atmosphere fun and inviting - with no pressure to produce). He answers when he wants to answer, not when I tell him to answer, except for כן (yes) and לא (no). This is my first course teaching fully with the focus on communication and building language through comprehensible input, and I feel that it's my most successfully conveyed course thus far. I've never had a student who simply grasped the language to the level at which I see him grasping now. He cannot produce well (just simple present-tense sentences and infinitive clauses [such as "I want to go to the store" and "I prefer to eat at home"]), but he has a good understanding of slowed speech. I'm impressed by what I've seen here on this site, and I think such objectives can be attained only through communicative means, and textbooks should be used by language facilitators only to pull readings and vocab from.